Séminaire doctoral : Pratiques langagières – terrains, méthodes, théories
Animé par Isabelle Léglise (CNRS, SeDyL) et Valelia Muni Toke (IRD, SeDyL)
L’objectif de ce séminaire est d’accompagner les doctorant.e.s travaillant sur des pratiques langagières socialement situées, intéressé.e.s par les questions de multi et plurilinguisme, variations et contacts de langues, mobilités sociales et transnationales, construction des identités. Une place importante est laissée aux approches méthodologiques et cadres théoriques pertinents (analyse de discours, anthropologie linguistique, linguistique du contact, théories de la variation etc.).
Compétences mises en œuvre : faire appel aux cadres théoriques et méthodologiques adéquats à l’analyse de pratiques langagières situées en lien avec des problématiques linguistiques et socio-anthropologiques.
Prochaines séances : 3/12, 21/01, 11/02, 18/03, 08/04, 13/05
Le séminaire aura lieu salle LO.01 à l’INALCO rue de Lille.
Les conférences sont également retransmises via Zoom (https://zoom.us/j/97206470067)
La prochaine séance du séminaire Pratiques langagières aura le lieu le vendredi 3 décembre à 14h à l’INALCO rue de Lille. Il sera également largement accessible par zoom (https://zoom.us/j/97206470067).
Nous recevrons Piet van Avermaet (Ghent University)
Beyond binaries. How to integrate multilingualism and language of schooling in education?
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Résumé
Since the first 2000 PISA findings we know that socio-ethnic inequality in education is a tenacious and persistent problem in many European countries. In explaining this inequality language (i.e. knowledge of the dominant language) is often presented by policy makers as the main – if not the only – causal factor. This incorrect causal interpretation has strongly impacted language policy making of the last 15 years in many European countries. For almost two decades knowledge of the dominant language has been seen as the main lever for school success. However, the recent 2015 PISA-data show that the inequality gap has not been reduced. On the contrary, social inequality in education seems to have grown in some countries. Independent of the fact that schools, as social and learning spaces, are multilingual and although there is no empirical evidence for the effectiveness of an exclusive L2 submersion model, many European countries maintain a monolingual policy, whereby children have to be submersed in the dominant language as a condition for school success. This often leads to school policies and classroom practices where children’s multilingual repertoires are banned, not exploited and where children are sometimes being reproved or even punished for using their multilingual repertoire in daily school and classroom interaction. In this paper I will discuss the counterproductive effects of excluding immigrant children’s multilingual repertoires in education. I will argue for a policy where multilingualism and the acquisition of the language of schooling can be interwoven.
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Pour plus de renseignements: scol.eur.frapp@u-pec.fr